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Definitions of mentoring and components to a mentoring team

Learn about the definition of mentoring, the components of a mentoring team, and the characteristics of successful and failed mentoring relationships. Discover the responsibilities and rewards of being a good mentor, as well as the additional skills and knowledge that can be gained through mentoring.

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Definitions of mentoring and components to a mentoring team

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  1. Definitions of mentoring and components to a mentoring team Monica Gandhi MD, MPH Professor of Medicine, HIV/AIDS Division, UCSF

  2. What is a Mentor? CONSULTANT COACH MANAGER ADVISOR COUNSELOR TEACHER ROLE MODEL GUIDE

  3. Telemachus and “Mentor” Greek mythology • When Odysseus left for the Trojan War, the older “Mentor” was put in charge of Telemachus, Odysseus’ son

  4. What is a mentor? • A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights that have been learned through the years (NOT necessarily the supervisor) • Teacher–share your knowledge and experience • Problem solver–refer mentees to resources and offer options. • Motivator–when mentee is facing a challenge (done through encouragement, support, and incentives) • Coach–help mentee to overcome performance difficulties through positive feedback (reinforce behavior) and constructive feedback (change behavior). • Guide–help mentee to set realistic goals. Five goal setting factors: specific, time-framed, results oriented, relevant, and reachable. “If you don’t know where you are going, you won’t know how to get there.” (DOT Mentoring Handbook, http://www.au.af.mil/au/awc/awcgate/mentor/mentorhb.htm)

  5. How do mentoring relationships differ from other academic relationships? • Long-term: Promoting professional development over time • Dynamic: Changing as mentee advances • Reciprocal: Benefitting both mentor and mentee • Active: Shaped by mentee as well (not passive vessel) • Voluntary: True mentoring relationship cannot be forced, element of altruism Zerzan JT. Academic Medicine 2009

  6. Career Functions Sponsorship Coaching Protection Challenge Exposure and Visibility Personal Functions Role Modeling Problem Solving/ Counseling Acceptance/ Confirmation Friendship Scope of Mentoring Kram, KE. Mentoring at Work: Developmental Relationships in Organizational life. 1988

  7. Mentoring Content Areas: • Clinical skills • Research skills • Research methods • Ethics & IRBs • Manuscript writing and publishing • Grant writing • Budgets and Admin • Career goals • CV development • Professional networking • Organization and committee participation • Promotion/tenure

  8. Additional skills we don’t learn in school: • How to hire great people • Managing performance reviews • Time management/maximizing productivity • Navigating work/life balance • Negotiating skills • How to mentor • Having crucial conversations/confrontations • Cross-cultural issues • Dissemination strategies • Working with relevant communities

  9. Rewards of being a good mentor • Achieve satisfaction. For some mentors, their greatest joy is having a mentee succeed and eventually become a friend and colleague. • Attract good colleagues. The best mentors are most likely to be able to recruit -and keep - colleagues of high caliber who can help produce better research, papers, grant proposals, and health for the population. • Stay on top of your field. There is no better way to keep sharp professionally than to coach junior colleagues. • Develop your professional network. In making contacts for your mentee, you strengthen your own contacts and make new ones. • Extend your contribution. The results of good mentoring live after you, as new continue to contribute even after you have retired. Handelsman J. Entering Mentoring: A Seminar to train a new generation of scientists. 2009

  10. Components of a mentoring team Research Mentor: Responsible for developing the creative and/or independent research careers of their mentees. Must have expertise in the mentee’s area of scholarship and help provide resources to support the mentees work Career Mentor: Responsible for overall career guidance and support for their mentee Co-Mentor: Works with the mentee and scholarly mentor to provide specialized content area or methodological expertise.

  11. Trans and Cis-mentoring: Interdisciplinary Trans mentor: Senior mentor outside the major area of the mentee's focus (basic science mentors for mentee whose research emphasizes clinical science.) Cis Mentor: Mentor from the same research discipline Kahn and Greenblatt. Am. J. of Public Health 2009

  12. What works and what doesn’t? Academic Medicine. January 2013

  13. Characteristics of Successful Mentoring Relationships Straus et al. 2014. Academic Medicine

  14. Characteristics of Failed Mentoring Relationships Straus et al. 2014. Academic Medicine

  15. 6 Competencies • Maintaining effective communication • Aligning expectations • Assessing understanding • Fostering independence • Addressing diversity • Promoting professional development

  16. Mentors’ Responsibilities • Is clear about expectations • Sets specific goals and accomplishments • Encourages strategic thinking • Provides networking opportunities • Gives moral support • Results oriented • Conducts individual meetings • Keeps in touch • Makes sure to provide written communication, including reviews and timely feedback.

  17. A quality mentor… • Provides different and broader perspectives and can play the part of “devil’s advocate.” • Allows the direction of the relationship to be defined by the mentee • Helps problem-solve, by identifying the real issues and stumbling blocks that hinder the individual’s or the team’s research progress • Focuses on individual learners by stimulatingpersonal and professional growth and providing feedback • Is a trusted confidant

  18. What part of the mentoring relationship falls onto the mentees? • Mentees communicate the purpose for wanting mentoring: “What do you want out of the relationship?” • Mentees develop the plan for the year • Mentees communicate the plan • Mentees anticipate problems and communicate them in a timely manner. • Bottom line: mentees cannot be passive!

  19. Mentees’ Responsibilities • Contacts the mentor • Provides directed communications • Explicitly requests for help • Open and willing to trust • Appreciates the mentor’s effort • Respects the mentor’s time

  20. General skills for Successful Mentees • Ask questions • Utilize good listening skills • Listen for central ideas • Determine what is of personal value to you in your mentor's conversation • Stay focused • Resolve differences • Build trust

  21. Before and after a mentoring meeting • Agree on the meeting schedule • Mentees and mentors should come prepared • Mentees should formulate concise questions • Mentees should provide, in advance, any information/documentation to be discussed • Discuss what the appropriate time frame is for review • After each meeting, it’s helpful for mentees to email a brief summary of what was discussed, agreed upon and next steps

  22. Tools of mentoring can be taught (like parenting) – Individual development plan • Meet with your mentees every 2-3 weeks, weekly if needed (UCSF model) • Review their CV and have them fill out the individual development plan yearly • Components of IDP: 1) Time Allocation as Estimated by Mentee: ___ % Teaching/Training/Providing Mentoring ___ % Research ___ % Patient Care ___ % Administration/Other Services How (if at all) would you like to change this time distribution?

  23. IDP -continued 2) Academic Appointment Do you understand the series to which you are appointed and the expectations for advancement in this series? 3) Current Professional Responsibilities List your major professional responsibilities and if you anticipate significant changes in the coming year: 4) Future Professional GoalsShort Term GoalsList your professional goals for the coming year. Be as specific as possible, and indicate how you will assess if the goal was accomplished (expected outcome). • 1. Goal • Expected outcome: • 2. Goal • Expected outcome: • 3. Goal • Expected outcome:

  24. IDP -continued 5) Future Professional GoalsLong Term GoalsList your professional goals for the next 3-5 years. Again, be specific, and indicate how you will assess if the goal was accomplished. • 1. Goal • Expected outcome: • 2. Goal • Expected outcome: • 3. Goal • Expected outcome:

  25. Leadership that Gets Results – applies to Mentorship style • 6 Styles of Leadership that stems from the various components of Emotional Intelligence • Most effective leaders use a collection of styles based on the situation • The more the leader uses, the more effective they are • Those who use 4 or more have best climate and performance • Review and discussion on applicability for role as mentor

  26. Questions?

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